Group items tagged

This is my favorite website. It's updated weekly on Sunday. If you're not familiar with it, take a look. It started out as a sociology experiment and turned into a global phenomenon that has prompted several bestselling books. I love this website.

This article by Richard DuFour, one of the key voices in PLC professional development, identifies what distinguishes a PLC from other Communities of Practice. PLCs in schools are focused on student achievement, and creating a common understanding of what students should know and be able to do, how we will know when a student has reached mastery, and what we will do when a student is not successful.

I also had the opportunity to go through a training with the DuFours, but for three days last summer. I felt their were spectacular. Communication and problem solving are also important aspects of PLCs. #EdTechSN

I am developing my curriculum into a more blended environment. I think the professional learning communities and collaboration suggested here could really help me overcome some barriers. Thank you.

The DiRT Directory provides lists of tools that address a multitude of needs, from document annotations to visualizing data. If you need a digital research tool, you can almost always be assured you'll find something in the DiRT Directory.

This last year I got tasked with teaching Psychology for the first time. I was without any textbook or real resources to use, so I looked to the web and found a couple of great blogs that really helped me out. It showed to me the power of great teachers sharing amazing resources, lesson plans, and ideas with one another to generate the best learning outcomes for our students!

This particular document looks at the communities of practice model from the lens of a government agency in its' partnership with businesses, foundations, non-profits, and other organizations. The document's value comes to life in the fact that it focuses on how the communities of practice implemented are more of a valid method for productivity because a shared interest is involved and the experiences are shared. First time viewers of this document would benefit from the diagram on page 8 that explores the distinct features of the community, domain and practice which lead to a successful community of practice. The diagram is an excellent means of introducing the model to new participants or those already engaged in a community of practice, but simply unaware of their involvement. I also appreciate this document because it offers practicality and context in viewing how multiple entities can come together to form a community of practice united by a common purpose.

I found this article interesting because it talked about the value of using CoP's in management, in particular government. It details the changing age of technology in meeting the demands and needs of communities and organizations around the world. As needs and wants begin to move, so do the challenges that are provided to government. In this regard it talks about utilizing the value on online communities to help create a network of highly skilled people to meet these new demands. By engaging people in this kind of networking through social media people are able to better handle new situations by connecting with people who have experienced similar problems in the past.

"We do not always construct, but always connect". This line is the central philosophy in this article that argues about the importance of online educational and informational fields in the connection of information. One interesting piece that is identified is in reference to schools and connectivism. The author illustrates that simply putting technology into the hands of students to access the web will not produce learning. As many of us have talked about in the EdTech program, simply using e-learning does not produce learning. However, the theory of connectivism argues that it can strengthen information and learning while also producing areas for students to collaborate and learn later on.

I could relate to several of these points - the negatives of being connected. Specifically losing time from other things and no longer being private. But they are also not negative enough that I would stop being connected!

Koper and Rusman begin to identify how learning networks can transition into life long learning networks in the future. The authors begin to argue that the generalized dissemination of information is not created in a manner that allows for knowledge or deep connections to be made because information is illogically distributed in a way that does not promote or use identified learning methods. Although information is now highly accessible, the information is not delivered to people in a manner that will develop learning in people. Thus, the authors highlight the need for specific methods of distribution that are built upon learning methods. As we have seen in higher education, online learning is provided in a manner that is in line with identified learning methods, however beyond that the manner in which information is given varies. This is especially true for people on their own not in an educational setting. The following are some of the key ideas needed for learning networks to engage in lifelong learning in the future: open access resources, improved effectiveness, customability, improved efficiency, and improved organization using proven educational methods. Utilizing these key ideas will allow for learning networks to be viable outlets for learning in the future.

This site outlines the three-pronged approach of the connected learning communities model, which includes professional learning communities, personal learning networks, and communities of practice.

This article is about Mozilla Open Badges. These badges are encoded with data about how they were earned and offer a secure way to recognize the achievements of individuals. This is a free system to use and anyone can create and grant their own custom badges. From a school standpoint this becomes interesting to me since it gives students and community stakeholders an opportunity to show that an individual has mastered skills that are taught outside of school.

This article on MOOCs brought some interesting things to the forefront. When these courses were new they were touted as having the potential to change the world. In the years since though their hype has gone down. Most people participating have already earned college degrees. On encouraging pattern however is that teachers are often participating in the courses. This could potentially bring big positive changes to teacher professional development.

This site contains a paper that explains the characteristics and distinguishing features of personal learning environments. It includes a table that outlines ownership, control, and literacy components.

A brief overview of Connectivism by Stephen Downes.

Stephen Downes must be an interesting fellow. I admit this article had me lost more than once, but, it was useful and kept my interest. I am starting to recognize the Downes from this assignment. I like his take on knowledge is grown rather than acquired. This is more a conversation than an article but offers good argument.

This is Stephen Downes' blog and gives a brief description of connectivism. It also includes Downes' responses to various comments related directly at connetivism.

This Wired article was about how Education 3.0 can be most effectively leveraged if educators have a good understanding on how the brain learns. Keeping in mind what learners care about, giving them the ability to place their learning in context, and allowing students to identify patterns of knowledge (think making connections in neural pathways) all can expand upon the the experience of learners in a course.

This site is a peer-reviewed journal on the Internet outlining the structure, content, and networking skills to use a personal learning network.

This site is complete with Siemen's Principles of Connectivism and offers several videos and Power Points by Stephen Downes explaining various elements of personal learning environment.

This paper describes the purpose of personal learning networks as they pertain to each individual. It includes a list of tools and their individual purposes.

This site explains the five stages of adopting a personal learning network: Immersion, Evaluation, Know it all, Perspective, and Balance. It includes an image that shows the evolution of those stages.

This article is about how different social networking tools can be used to support learning activities. Of particular focus in the article was which tools could be used to foster an attitude of lifelong learning. The article also explains the major principles of connectivism and how the role of a learner is continuously changing in a connectivist environment.